Designing an Engaging and Successful Online Class

Purpose & objective

Educational or infrastructure challenge/situation.
Due to COVID19, teachers are now teaching online. Their resources at home now are part of the tools needed to teach effectively. New opportunities and skills are required to deal with this challenging situation. This presentation is about showing innovative solutions.

Technology intervention
Participants will work over the Internet. Using collaborative documents, planning tools, and a computer to create a blueprint.

Models employed (include a brief description.
The instructional model used is Backward Design and ADDIE as the model process for designing a course. ADDIE is an instructional design model that is the acronym Analyze, Design, Develop, Implement and Evaluate. This model was developed in 1975 by Florida State University for the US Army. This model is the instructional design framework. Analyze means we need to consider the course goals, plan who, what, where, when, and how. Design requires creating a blueprint or a technical description aligned with the objectives. Develop the course to build student engagement through the course materials, technology, assessments, and accessibility. The implementation means we roll out and teach! Take notes and have students' feedback. The evaluation phase is the analysis of the student performance by the instructor’s feedback.

Lesson plans or instructional activities/strategies employed
Participants will use the Course Design Template or Blueprint to create a module or an online course. Other strategies to implement include collaborative groups, think pair and share, and other research-based activities.

Evidence of success
The evidence of success includes the example of courses created using the method and how it will look like in the LMS. Also, measuring the objectives by assessing them and giving examples of courses created using the method.

Outline

1. Participants will be seated by grade levels while entering. For the online version, breakout rooms will be set up (1 min)

2. Posted on the screen:
a. URL – Poll to get info about the audience
b. URL – For downloading the resources
c. Code for translation of the session in all available languages

3. Welcome [presenter lead, poll discussion] (2 mins)

4. Setting expectations and alignment [presenter led] (3 mins)

5. Creating the blueprint using a template [peer-to-peer interaction, device-based activities] – (F2F:10 mins, virtual 8 mins)

6. Addie model and tips for engagement [presenter] (5 mins)

7. Useful software (free or pay) [presenter] (5 mins)

8. Active learning activities for online settings [peer-to-peer interaction, device-based activities] (F2F: 10 mins, virtual 8 mins)

9. Resources for success (F2F: 10 mins, virtual 8 mins)

10. Reflection on the process [Answer one of the levels of reflection questions, share; Virtual mode on the chat] (7 mins, 5 mins)

11. References and Evaluations [device-based](1.5 min)

Supporting research

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York, New York, United States of America: Springer New York Dordrecht Heidelberg London. Retrieved from fhttps://www.academia.edu/38378022/Robert_Maribe_Branch_-_Instructional_Design_The_ADDIE_Approach_.pdf

Castle, S. a. (2010, August). An Analysis of Student Self-Assessment of Online, Blended, and Face-to-Face Learning Environments: Implications for Sustainable Education Delivery. International Education Studies, 3(3), 36-40. Retrieved from https://files.eric.ed.gov/fulltext/EJ1065994.pdf

Cruickshank, S. (2020, March 12). How to adapt courses for online learning: A practical guide for faculty. Retrieved from HUB Johns Hopkins University: https://hub.jhu.edu/2020/03/12/how-to-teach-online-courses-coronavirus-response/

Harvard University. (2020). Best Practices: Online Pedagogy. Retrieved from Teach Remotely: https://teachremotely.harvard.edu/best-practices
Horton, W. (2006). E-Learning by Design. San Francisco, California, United States of America: Pfeiffer A Wiley Imprint, by John Wiley and Sons, Inc.

Johns Hopkins University. (2020). Students: Preparing to Take Courses Remotely. Retrieved from Center for Educational Resouces: https://cer.jhu.edu/page/preparing-to-take-courses-remotely

Johnson, D., and Fox, J. (2003). Creating Curb Cuts in the Classroom: Adapting Universal Design Principles to Education. In J. Higbee (Ed.), Curriculum Transformation and disability Implementing Universal Design in Higher Education (pp. 7-22). Minneapolis, MN, United States of America: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota.

Oberlin College and Conservatory. (2020). Strategies for Remote Teaching and Learning. Retrieved from Oberlin College & Conservatory: https://www.oberlin.edu/cit/remote/strategies

Quality Matters (QM). (2020, March 13). QM Emergency Remote Instruction (ERI) Checklist. Retrieved from Quality Matters: https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/ERI-Checklist

US Department of Justice (USDJ). (2020). Information and Technical Assistance on the Americas with Disabilities Act. Retrieved from ADA.gov Department of Justice: https://www.ada.gov/ada_intro.htm